mLearning in the Healthcare Profession

Mobile learning, as defined by Ambient Insight, is learning content used on and for handheld devices. (Burger, 2006) The medical profession is one of the few professional that has embraced this technology. Medical professionals are busy individuals and seem to appreciate anything including using mobile learning that will make their everyday work lives easier. The profession has seen a growth of web and mobile-based continuing education and a decline in traditional meetings. Ambient forecasts a continued decline of traditional meetings over the next 5 years.

The Elements Driving Change

Ambient identified six elements driving the change in the healthcare profession:

• Improved wireless networks
• New conversion and creation of learning content
• Better devices and web browsers
• Improved applications and operating systems
• Improved user interfaces
• Improved cellular networks
  

The Untapped Market

Over 60% of U.S. workers use mobile devices for work everyday. (Burger, 2006) For education professionals, this represents a large potential market for creating non-device dependent mobile learning content. The healthcare industry is a time critical and already mobile profession. Most managers in the healthcare profession support the increase in productivity mobile learning offers. If these same critical factors for mobile learning readiness can be identified in other professions, you will see a surge in content development, distribution, and use.


Burger, J. P., Greer, T., (2006). The Next Generation of Mobile Learning - Healthcare Shows the Way. (MLearn 2006 Conference Presentation)

The Effect of the Media Equation on mLearning

The Media Equation (Reeves, 1996) describes how human interaction with computers, TVs, and media is a social interaction. The media equation is: Media = “Real Life”. We as humans sometimes treat our computers and televisions as if they were living beings and interact with them as such. Have you ever found yourself cursing your computer when an application ends abruptly without your permission, and you lose hours of work because you didn’t click “Save”? You find yourself talking to your computer as if were human. “How could you do this to me?” “You lousy piece of .” Do you remember the duck smashing the computer with a hammer cartoon? Our televisions and computers have the ability to evoke feelings of love, hate, and fear among other emotions. Of course, the device does not have the ability to really convey these emotions but the connections we have to these devices because of our social interaction with them makes us believe they do.

Size Really Matters

Who came up with the saying, “Bigger is better?” Contrary to what some people may think, I believe a man coined this phrase. When it comes to our televisions and computers, we as humans have a tendency to favor the larger device over its smaller counterpart. In a study conducted by Goldstein, Alsio, and Werdenhoff, they noted that “the number of “likes” decreased and number of “dislikes” increased” when participants used PDAs or smart phones. In the Media Equation study, it was found that participants retained more information when it was displayed on a larger screen as opposed to a smaller screen. This information definitely presents a challenge to mLearning, but it can be resolved with quality graphics, high screen resolutions, and pedagogical sound curriculum development. Having the ability to learn anytime, anywhere even if it is on a small screen is better than not having the ability to access educational resources at all.

Reeves, Byron, and Clifford Nass. 1996. "Ch 1, The Media Equation," pp. 3-18 in The Media Equation. Cambridge University Press.
Michael Goldstein, Gorilla Also, Jots Werdenhoff. 2002. “The Media Does Not Always Apply: People are not polite Towards Small Computers,” pp. 87-96

Pitfalls of Using Technology in the Classroom and How to Overcome Them

Mark Sharples made a presentation titled "Disruptive Mobile Learning" that covers the history of the use of technology in classroom. The presentation also discusses why educational systems have not changed much over the last 100 years. He suggests that educators must connect the classroom with everyday life activities. Students may have minimal access to a computer during school hours whether the computer is on a desktop or in a pocket via a handheld mobile device but have maximum access after school. Skills students acquire using technology at home is not necessarily being further developed when they are at school. He offers some recommendations to teachers about how to convert the negative feelings they may have about technology such as mobile devices being used in the classroom into something positive. Unfortunately, the presentation does not contain audio, but the message still comes through. Maybe he should have created a podcast :-)

mLearning in Higher Education

Abilene Christian University will be exploring the use of mobile technology in the classroom on a grand scale not currently scene on most college campuses. In 2007, educators and administrators developed a case study ("Convergence and the 21st-Century Classroom") to demonstrate why the current system needed updating and discussed the benefits that would be obtained from the use of mLearning on campus.
They decided to implement their mLearning program with the incoming freshman for the 2008 school year where each will receive an iPhone or iPod. ACU developed a fictional video "Connected - The Movie" to portray how the university envisions using mobile technology on campus. I found the video interesting. It shows how mobile technology could potentially be used in the classroom and is described as a student's campus "life line". Students will be able to view a map of the campus while using GPS technology to track their location. Students will also be able to view course calendars, class availabilities, download class content, receive mobile alerts, and view a list of campus events and activities. As an adult educator, I found it concerning that the students portrayed in the beginning of the video seem more fascinated with listening to MP3s, watching videos, and making phone calls. As one student put it when he found out he would be receiving an iPhone, "I can check my email. I can watch YouTube. Are you kidding me? Internet on my phone? I'm pumped!" There was no mention of the educational benefits by the fictional students. I guess after this program has been implemented and the results of its effects on campus life evaluated will we know its effect, what challenges were encountered, and what improvements if any must be made to make it even more effective.

The Impact of the iPhone on mLearning

Apple's release of the iPhone was one of the most highly anticipated for a new "tech-toy" in quite awhile. After its introduction to the marketplace in January 2007, it became one of the most sought after pieces of technology on the market. Even though the buzz has died and the sales have slowed down, its impact on mobile learning is only now being felt. Developers who have hesitated to commit fully to mLearning are starting to take another look at developing content for mobile devices. The iPhone has made it possible to develop and convert content currently used for web eLearning into mLearning content with minimal modifications because of the mobile Safari browser used on the iPhone. The browser is capable of displaying web pages in the same format on a mobile device as it appears on a PC. Because of the iPhone's popularity, ease of use, and browser capabilities, companies who may not have considered developing content for mobile devices are entering into the mLearning marketplace. Software companies who are starting to hear the ring of the cash register in the distance are now starting to position themselves in a way that will allow them to take advantage of this trend and get their share of the potential revenue. For example, SumTotal announced in a March 11, 2008 press release ("SumTotal Takes Talent Management Innovation Mobile") that the next version of its ToolBook® Instructor software will give users the capability to rapidly develop content for the iPhone. ToolBook® Instructor currently is a software application that lets you author eLearning content, quizzes, and simulations. mLearning in the U.S. is similar to sleeping beauty waiting for her prince to wake her from her slumber with a kiss. I believe she has found him and his name is iPhone.

Africa's Approach to M-Learning

As developing nations continue their debate on how mobile learning can be integrated into the traditional learning environment, some African nations are showing how effective m-learning can be in a challenging environment. The majority of Africa suffers from a lack of infrastructure. There is limited Internet connectivity, electricity, and PC availability. Even though the environment is not ideal, everyone is entitled to an education. The approach taken by some educators and researchers to overcome the limitations was to implement various m-learning pilot programs. M-learning gave those living in rural and tribal areas the ability to receive an education. Read the article Making Good Use of Mobile Phone Capabilities to learn more about how m-learning is being used in Africa.

iPods in the Classroom

I found an interesting article iLearning: Elementary, high school students use Apple devices in IDEA pilot program where one school system is piloting the use of iPods in elementary and high school classes. The program began in February. Students in the pilot program have shown a slight increase in test scores since the iPod was introduced. Unfortunately, the program is not a scientific study. It would be nice if someone conducts a program like this in a more scientific way. By conducting a scientific study, hardcore evidence could be obtained to justify the purchase and use of handheld computers in the classroom. Has anyone come across a U.S. scientific study similar to this while on the web?